This has been a rewarding experience for me,navigating my way through the maze of technology. I remember even before this course began I had some trepidation. I really thought that learning the Web 2.0 technologies would have been more difficult. Thanks to those people who were always willing to lend a hand, and to our tutors who never gave up on us. I now know how to do, and I know the onus is on me to practice the skills learnt.
Preparing our lessons plans would be our first attempt at integrating the technology and I hope that we will continue to try and perfect our lessons.
Thursday, August 5, 2010
Wednesday, August 4, 2010
ADHD: Classroom Problems
Common Problems Linked To ADHD (Attention Deficit Hyperactivity Disorder) in the Classroom
The following are some observations made about children attributed with having ADHD:
• Being frequently out of seat at inappropriate times and in inappropriate situations.
• Deviating from what the rest of the class is supposed to be doing.
• Not following the teacher’s instructions.
• Talking out of turn or calling out.
• Being aggressive towards classmates.
• Having a short attention span and being easily distracted.
• Bothering classmates, hindering them in their work efforts, or preventing them from concentrating.
• Daydreaming.
• Losing and forgetting equipment.
• Not handing in homework or handing it in late.
• Producing work that is incomplete or sloppy.
It is important to note that before labeling a child as having ADHD, a trained medical professional should assess the child.
The following are some observations made about children attributed with having ADHD:
• Being frequently out of seat at inappropriate times and in inappropriate situations.
• Deviating from what the rest of the class is supposed to be doing.
• Not following the teacher’s instructions.
• Talking out of turn or calling out.
• Being aggressive towards classmates.
• Having a short attention span and being easily distracted.
• Bothering classmates, hindering them in their work efforts, or preventing them from concentrating.
• Daydreaming.
• Losing and forgetting equipment.
• Not handing in homework or handing it in late.
• Producing work that is incomplete or sloppy.
It is important to note that before labeling a child as having ADHD, a trained medical professional should assess the child.
Attention Deficit Hyperactivity Disorder
ADHD is a neurological condition that involves problems with inattention and hyperactivity-impulsivity that are developmentally inconsistent with the age of the child (Pierangelo & Guiliani, 2008). ADHD is not classified as a learning disability but can negatively affect the learning process as children with this condition are not able to focus or concentrate for prolonged periods of time.
Inattention
The child
often fails to give close attention to details or makes careless mistakes in schoolwork, work or other activities.
• often has difficulty sustaining attention to tasks or play activities.
• is easily distracted from tasks and play activities.
• often does not seem to listen when spoken to directly.
• often does not follow instructions and fails to finish schoolwork, jobs, or duties in the workplace.
• often has difficulty organizing tasks and activities.
• often avoids, dislikes or is reluctant to engage in tasks that require sustained mental effort.
• often loses things necessary for tasks or activities.
• is often forgetful in daily activities.
Hyperactivity
• Often fidgets with hands or feet or squirms in seat leaves classroom or in other situations in which remaining seated is expected.
• Often runs about or climbs excessively in situations in which it is inappropriate (in adolescents and adults this aspect may be limited to feelings of restlessness).
• Often has difficulty in playing or engaging in leisure activities quietly.
• Is often ‘on the go’ or often acts as if driven by a motor.
• Often talks excessively.
Impulsivity
• Often blurts out answers before questions have been completed.
• Often has difficulty awaiting turn.
• Often interrupts or intrudes on others
Read more from Classroom Management Techniques for students with ADHD by Roger Pierangelo and George Giuliani, http://kidshealth.org/teen/diseases_conditions/learning/adhd.html.
Inattention
The child
often fails to give close attention to details or makes careless mistakes in schoolwork, work or other activities.
• often has difficulty sustaining attention to tasks or play activities.
• is easily distracted from tasks and play activities.
• often does not seem to listen when spoken to directly.
• often does not follow instructions and fails to finish schoolwork, jobs, or duties in the workplace.
• often has difficulty organizing tasks and activities.
• often avoids, dislikes or is reluctant to engage in tasks that require sustained mental effort.
• often loses things necessary for tasks or activities.
• is often forgetful in daily activities.
Hyperactivity
• Often fidgets with hands or feet or squirms in seat leaves classroom or in other situations in which remaining seated is expected.
• Often runs about or climbs excessively in situations in which it is inappropriate (in adolescents and adults this aspect may be limited to feelings of restlessness).
• Often has difficulty in playing or engaging in leisure activities quietly.
• Is often ‘on the go’ or often acts as if driven by a motor.
• Often talks excessively.
Impulsivity
• Often blurts out answers before questions have been completed.
• Often has difficulty awaiting turn.
• Often interrupts or intrudes on others
Read more from Classroom Management Techniques for students with ADHD by Roger Pierangelo and George Giuliani, http://kidshealth.org/teen/diseases_conditions/learning/adhd.html.
Autism
Autism is not considered a learning disability but is prevalent today, even though we may have heard the term we may not know much about it. It is known as a complex developmental disability which shows itself during the first three years of a person's life. The condition is the result of a neurological disorder that has an effect on the normal functioning of the brain which affects the development of a person's communication and social interaction skills. To be diagnosed with autism, a child must have six or more of the following symptoms and two or more of those symptoms must fall under the social skills category.
Social skills
• Has difficulty with nonverbal behaviors, such as making eye contact, making facial expressions or using gestures
• Has difficulty forming friendships with peers and seems to prefer playing alone
• Doesn't share experiences or emotions with other people, such as sharing achievements or pointing out objects or other interests
• Appears unaware of others' feelings
Communication skills
• Starts talking later than age 2 and has other developmental delays by 30 months, and doesn't make an attempt to communicate with gestures or miming
• Can't start a conversation or keep one going
• May repeat words or phrases verbatim, but doesn't understand how to use them
• Doesn't play make-believe or doesn't imitate the behavior of adults when playing
Behaviour
• Develops interests in objects or topics that are abnormal in intensity or focus
• Performs repetitive movements, such as rocking, spinning or hand-flapping
• Becomes disturbed at the slightest change in routines or rituals
• May be fascinated by parts of an object, such as the spinning wheels of a toy car
Treatment options may include:
• Behaviour and communication therapies.
• Educational therapies. Children with autism often respond well to highly structured education programs. Successful programs often include a team of specialists and a variety of activities to improve social skills, communication and behavior. Preschool children who receive intensive, individualized behavioral interventions show good progress.
• Medication.
Sources: Autistic Society of Trinidad and Tobago – http:/www.autismtt.org., mayoclinic.com.
http://www.medicalnewstoday.com/info/autism/
Social skills
• Has difficulty with nonverbal behaviors, such as making eye contact, making facial expressions or using gestures
• Has difficulty forming friendships with peers and seems to prefer playing alone
• Doesn't share experiences or emotions with other people, such as sharing achievements or pointing out objects or other interests
• Appears unaware of others' feelings
Communication skills
• Starts talking later than age 2 and has other developmental delays by 30 months, and doesn't make an attempt to communicate with gestures or miming
• Can't start a conversation or keep one going
• May repeat words or phrases verbatim, but doesn't understand how to use them
• Doesn't play make-believe or doesn't imitate the behavior of adults when playing
Behaviour
• Develops interests in objects or topics that are abnormal in intensity or focus
• Performs repetitive movements, such as rocking, spinning or hand-flapping
• Becomes disturbed at the slightest change in routines or rituals
• May be fascinated by parts of an object, such as the spinning wheels of a toy car
Treatment options may include:
• Behaviour and communication therapies.
• Educational therapies. Children with autism often respond well to highly structured education programs. Successful programs often include a team of specialists and a variety of activities to improve social skills, communication and behavior. Preschool children who receive intensive, individualized behavioral interventions show good progress.
• Medication.
Sources: Autistic Society of Trinidad and Tobago – http:/www.autismtt.org., mayoclinic.com.
http://www.medicalnewstoday.com/info/autism/
Dyslexia: Myths and Facts
There is a lot of misinformation regarding dyslexia. The following are some myths and facts about dyslexia:
• Myth: Dyslexia is a disease.
• Fact: Dyslexia is a life-long learning problem or disability (not a disease) that causes an individual to learn differently.
• Myth: Dyslexics ‘ mirror write’ and/or reverse letters all the time.
• Fact: Dyslexics do not ‘mirror write’ and/or ‘reverse letters all the time’ anymore than nondisabled peers.
• Myth: Gifted individuals are not dyslexic.
• Fact: Very intelligent and talented individuals are dyslexic.
• There are many famous dyslexics: Whoopi Goldberg, Thomas Edison, Albert Einstein and Pablo Picasso.
• Myth: Most dyslexics are male.
• Fact: Many studies differ in conclusion, some conclude that there are equal numbers in male and female dyslexics. But others conclude that there are higher percentage of boys.
• Myth: Dyslexics can be cured.
• Fact: Dyslexia is a life-long condition that can be greatly improved with the necessary support services and use of compensating strategies. There is no cure for dyslexia
Source: Koenig and Spafford (2001). Read more from Dyslexia and Reading Difficulties: Research and resource guide for working with all struggling readers by Carol Spafford and George Grosser.
• Myth: Dyslexia is a disease.
• Fact: Dyslexia is a life-long learning problem or disability (not a disease) that causes an individual to learn differently.
• Myth: Dyslexics ‘ mirror write’ and/or reverse letters all the time.
• Fact: Dyslexics do not ‘mirror write’ and/or ‘reverse letters all the time’ anymore than nondisabled peers.
• Myth: Gifted individuals are not dyslexic.
• Fact: Very intelligent and talented individuals are dyslexic.
• There are many famous dyslexics: Whoopi Goldberg, Thomas Edison, Albert Einstein and Pablo Picasso.
• Myth: Most dyslexics are male.
• Fact: Many studies differ in conclusion, some conclude that there are equal numbers in male and female dyslexics. But others conclude that there are higher percentage of boys.
• Myth: Dyslexics can be cured.
• Fact: Dyslexia is a life-long condition that can be greatly improved with the necessary support services and use of compensating strategies. There is no cure for dyslexia
Source: Koenig and Spafford (2001). Read more from Dyslexia and Reading Difficulties: Research and resource guide for working with all struggling readers by Carol Spafford and George Grosser.
Dyslexia
Dyslexia is an impairment in your brain's ability to translate written images received from your eyes into meaningful language. Also called specific reading disability, dyslexia is the most common learning disability in children. Dyslexia usually occurs in children with normal vision and normal intelligence. Children with dyslexia usually have normal speech, but may have difficulty interpreting spoken language and writing. Children with dyslexia need individualized tutoring, and treatment for dyslexia often involves a multisensory education program.
When the child reaches school age, the child's teacher may be first to notice a problem.
Before school
Signs and symptoms that a young child may be at risk of dyslexia include:
• Late talking
• Adding new words slowly
• Difficulty rhyming
School age
Once the child is in school, dyslexia symptoms may become more apparent, including:
• Reading at a level well below the expected level for the child’s age
• Problems processing and understanding what he or she hears
• Difficulty comprehending rapid instructions
• Trouble following more than one command at a time
• Problems remembering the sequence of things
• Difficulty seeing (and occasionally hearing) similarities and differences in letters and words
• An inability to sound out the pronunciation of an unfamiliar word
• Seeing letters or words in reverse (b for d or saw for was) — although seeing words or letters in reverse is common for children younger than 8 who don't have dyslexia, children with dyslexia will continue to see reversals past that age
• Difficulty spelling
• Trouble learning a foreign language
Sources: mayoclinic.com, http://www.dyslexia.online.com/famous/famous.htm
http://kidshealth.org/teen/diseases_conditions/learning/dyslexia.html
When the child reaches school age, the child's teacher may be first to notice a problem.
Before school
Signs and symptoms that a young child may be at risk of dyslexia include:
• Late talking
• Adding new words slowly
• Difficulty rhyming
School age
Once the child is in school, dyslexia symptoms may become more apparent, including:
• Reading at a level well below the expected level for the child’s age
• Problems processing and understanding what he or she hears
• Difficulty comprehending rapid instructions
• Trouble following more than one command at a time
• Problems remembering the sequence of things
• Difficulty seeing (and occasionally hearing) similarities and differences in letters and words
• An inability to sound out the pronunciation of an unfamiliar word
• Seeing letters or words in reverse (b for d or saw for was) — although seeing words or letters in reverse is common for children younger than 8 who don't have dyslexia, children with dyslexia will continue to see reversals past that age
• Difficulty spelling
• Trouble learning a foreign language
Sources: mayoclinic.com, http://www.dyslexia.online.com/famous/famous.htm
http://kidshealth.org/teen/diseases_conditions/learning/dyslexia.html
Learning Disability? Really! What is this?
As teachers, we are generally able to recognize the students who are having difficulty to learn or read because they have visual problems or hearing problems. However, there are times we have that niggling feeling that something is definitely wrong but are unable to identify what is really the problem. We hold discussions with our colleagues and even the student’s parents but there is still no answers to our questions. We say things like this child is ‘restless’, ‘ has lost interest’, ‘ slow’, ‘ inattentive’, ‘antisocial’, ‘ cannot pronounce words’, ‘can’t read’ and the list goes on. So what can we do? I see it as imperative as reading specialists that we familiarize ourselves with the problems or learning disabilities that affect the student’s ability to learn/read. Seek answers to questions such as; What are the signs and symptoms? What is it? How can we help this child? Who can we refer this child to? What programmes are in place to help facilitate the child’s learning development? In the USA, the Individuals with Disabilities Education Act (IDEA) is a federal law that guides how schools provide special education and related services to children with disabilities. This Act defines a Learning Disability as :
A disorder in one or more of the basic psychological processes involved in understanding
or using language, spoken or written, that manifest itself in an imperfect ability to listen,
think, speak, read, write ,spell or do mathematical calculations including conditions such as
perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and development
aphasia.
Read more at: Http://kidshealth.org/teen/diseases_conditions/learning/learning_disabilities.htm
http://www.ncld.org/ld-basics
A disorder in one or more of the basic psychological processes involved in understanding
or using language, spoken or written, that manifest itself in an imperfect ability to listen,
think, speak, read, write ,spell or do mathematical calculations including conditions such as
perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and development
aphasia.
Read more at: Http://kidshealth.org/teen/diseases_conditions/learning/learning_disabilities.htm
http://www.ncld.org/ld-basics
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